[5:59] AJ Brooks is Online
[5:59] Matthew Dowd is Online
[5:59] Joff Fassnacht: Hey!
[6:00] trueGamer Taurog: Hi guys is anyone here!
[6:00] Buddy Sprocket: hi
[6:00] Joff Fassnacht: Hey!
[6:00] Joff Fassnacht: Hey!
[6:00] trueGamer Taurog: Hi there, what's happening?
[6:00] Ace Carson: Hi all
[6:00] trueGamer Taurog: where is everyone
[6:00] Joff Fassnacht: this way for a teleport
[6:00] Gemixin Miles: use the teleporter by Joff
[6:00] Joff Fassnacht: Hey!
[6:00] Joff Fassnacht: Hey!
[6:00] trueGamer Taurog: can you send me it
[6:01] Joff Fassnacht: Hey!
[6:01] Joff Fassnacht: Hey!
[6:01] Joff Fassnacht: Hey!
[6:01] Gemixin Miles: anyone here for the problem based learning session please use the teleporter
[6:01] Art Fossett: hi
[6:01] Emmadw Rickenbacker: Hi - I'm from POrtsmouth University & we're jsut looking at using SL in teaching - though have used Problem based learninbg qutie a lot
[6:02] Emmadw Rickenbacker: Oh, I teach computing by the way.
[6:02] Second Wind: thanks, any one else?
[6:02] Ace Carson: Hi all
[6:02] Second Wind: welcome
[6:02] Ladyjane Plympton: I work for the Regional Support Centre inthe West Mids and I'minterested in finding out what people are doing in sL, and as Cov Uni is in my patch ...
[6:02] Wlodek Barbosa: I teach English as a Foreign Language here in Poland... Looking for creative ways to do it in SL.
[6:02] Buddy Sprocket: sorry just arrived... you doing intros?
[6:02] Emily Smagulov: me, bright bling and sheetal coche are from st george's - we want to deliver pbl through SL
[6:02] Emily Smagulov: we all work in the e-learning unit
[6:03] Sheetal Choche: hi
[6:03] Bright Bing: hi
[6:03] Rhiannon Fairweather: Hello, I'm from Cologne, Germany - a freelancing developer of e-learning solutions and going to teach a university class in / with SL next winter semester.
[6:03] Eloise Pasteur: I'm mostly working in SL these days, teaching scripting and building and working doing builds and immersive learning environments for educators
[6:03] Emily Smagulov: Hey!
[6:03] Jo March: I'm Jo March I've run a virtual lecture this year for my final year marketing students, I presented a paper at the Academy of marketing Conference on this
[6:03] Skipper Abel: Hi everyone
[6:03] Second Wind: just doing intros
[6:03] Ace Carson: Hi I'm from the US - Duke Corporate Education - we use SL for experiences to help our clients think about new economies, etc.
[6:04] Second Wind: anyone using PBL in SL?
[6:04] Rhiannon Fairweather: no, not yet
[6:04] Bright Bing: no not yet
[6:04] Emmadw Rickenbacker: Hey, Jo - are you also a "little women" fan & were you just lucky to get the surname "march"?
[6:04] Ace Carson: not yet, but seriously considering it -
[6:04] Jo March: Not yet, there's too much downtime
[6:04] Second Wind: where are you from Ace?
[6:04] Buddy Sprocket: Im at University of Paisley, lecture in computer science/computer game technology... not been using PBL specifically, but interested in knowing more
[6:04] AngryBeth Shortbread: hi, I'm Angrybeth from Leeds College of Art and Desing - being an Design course most of our briefs are problem based
[6:04] Ace Carson: Usually the technical hurdle for our client / learners is too steep -
[6:05] Eloise Pasteur: I tend to flirt on the edges of it with some learners rather than use it all the time
[6:05] Corwin Carillon: I'm am using SL with PhD students about to become faculty and interested in PBL in SL as we do PBL in some of our RL classes ... am in Hong Kong and run an educational/faculty development unit
[6:05] Emily Smagulov: how have you used it eloise?
[6:05] Second Wind: I guess I am talking about immersicve PBl, not just bits...
[6:06] Scooter Gaudio: I teach design computing in Architecture at Strathclyde University and am planning a design class in SL for this autumn. Not particularly PBL, but I believe design based classes are PBL in principle
[6:06] Eloise Pasteur: I quite often construct problems for the students as homework and send them forth to write scripts etc. to solve them, then support them through the process
[6:06] Ace Carson: I have seen an exampel in SL - using prims to form puzzle pieces - team has to coordinate efforts to put the puzzle togehter -simple, but good for virtual teaming.
[6:06] Eloise Pasteur: But, like I said, not really in depth all the time
[6:07] Second Wind: Yeah, I think we arw talking indpeth courses, not only problesm-solving activites
[6:08] Second Wind: I think some benches just arrived
[6:08] Jo March: I run a final year marketing project which is problem based, however as it is worth 30 credits or 25% of the final year mark I have decided to do more research first and have just won funding
[6:08] Peregrine Juneau is Online
[6:08] Second Wind: fab where from?
[6:08] Jo March: Academy of marketing
[6:09] Second Wind: so waht other innoavtive learning things are people doing in SL?
[6:10] Skipper Abel: I am running a Learning space at Shimmer island where my students can access thier courses resources and run examples live for software design
[6:10] Ace Carson: There's a college instructor that has pubished "101" uses of SL for the college classroom - facstaff.elon.edu/mconklin/pubs/glshandout.pdf
[6:11] Skipper Abel: I have also started to experiment with learning object design in SL using sequenced chat, textures and 3D objects
[6:11] Bright Bing: can you give the URL again please
[6:11] Ace Carson: http://facstaff.elon.edu/mconklin/pubs/glshandout.pdf
[6:11] Joskie Despres: open your chat history and you can access it
[6:11] Eloise Pasteur: I'm building a load of immersive environments for learning literature - hell being the most recently well known
[6:11] Second Wind: waht about small group learning in SL -anyone?
[6:12] Joskie Despres: I will be using small groups
[6:12] Second Wind: say more?
[6:12] Ace Carson: Yes - it's an interesting set of assignments - some 'light' - more based on observations... and some more about in-depth teaming and problem solving.
[6:12] Joskie Despres: building immersive environments for public use
[6:12] Joskie Despres: in our case, it will be music history oriented
[6:13] Joskie Despres: creating period performances in historic venues
[6:13] Joskie Despres: many problems to solve there...
[6:13] Joskie Despres: ;-)
[6:13] Dennis Slocombe is Online
[6:13] Buddy Sprocket: i had two small groups last semester... working on projects using SL. Most problems I encountered were because I'd left the problems too open ended...
[6:13] AngryBeth Shortbread: we had a small project from penguin publishers that the students engaged with - that was a blended use of SL
[6:14] Second Wind: blended?
[6:14] Jo March: What level of students?
[6:14] AngryBeth Shortbread: we used the sessions within SL to help support Personal Development in Studio
[6:15] Buddy Sprocket: I also had blended in sense of - used SL, but also had students in the classroom.
[6:15] Second Wind: how many?
[6:15] Buddy Sprocket: i'll let AB answer these first :-)
[6:15] Rhiannon Fairweather: We're also going to combine classes on campus and in-world sessions in our seminar.
[6:15] Bright Bing is Online
[6:16] AngryBeth Shortbread: our level is 1st year Foundation Degree students
[6:16] Joskie Despres: re: Buddy's comment, in my limited experience, leaving things too open-ended for undergraduate students can really be a problem in the end
[6:16] Anansi Gondwana: A problem for adult learners too, I think
[6:16] Second Wind: think it depends on discipline????
[6:16] Second Wind: or the country?
[6:17] Buddy Sprocket: yeah I had some very good honours year students who I thought would just grab what SL could do and run with it...
[6:17] Joskie Despres: it becomes more difficult to commit procedures or solutions
[6:17] Buddy Sprocket: but in end, a lot more support was needed than anticipated
[6:17] Second Wind: so if you use open ended stuff it is easier?
[6:18] Ace Carson: Buddy - can you say more about what support was needed?
[6:18] Joskie Despres: Yes, because of that, I will probably hire a professional SL builder as a group consultant for my coming projects with students
[6:18] Buddy Sprocket: I ran a few basic orientation exercises, but didnt monitor them closely enough, or spend long enough.
[6:18] Buddy Sprocket: i had to run additional basic building sessions, as some students found the software alien to what they were used to
[6:19] Bright Bing: how much support do you think is needed?
[6:19] Buddy Sprocket: arranging a visit/tour of existing builds with professional inworld builders was a really good motivator also
[6:19] Jo March: Yes, I found that more support was needed, I'm looking at developing an intro session, how much depends on your subject area and what your expecting them to do
[6:19] Emmadw Rickenbacker: Was building core to what you were wanting them to do, or were they wanting to build?
[6:20] Buddy Sprocket: each team needed to do *some* building... but not every member
[6:20] Scooter Gaudio: it seems there are a lot of skills one needs to develop in SL, particularly if the class content involves building
[6:20] Ace Carson: I recently heard an estimate of 5 hours needed in-world to understand the basics, and 20 hours to get into scripting.
[6:20] Anansi Gondwana: 30 for scripting
[6:20] Scooter Gaudio: is that for people with no programming experience?
[6:20] Ace Carson: Yes -
[6:20] Emmadw Rickenbacker: Would that be for students who've never coded before, or those who've voded.
[6:20] Eloise Pasteur: I teach a nothing to sound basics scripting course, usually takes 6 90 minutes sessions
[6:21] Ace Carson: That was for new folks - non tech.
[6:21] Buddy Sprocket: is that one-on-one eloise?
[6:21] Eloise Pasteur: Those who have coded before, usually about 2 sessions
[6:21] Jo March: Sorry at Newcastle we think you need nearer to six months to really get to grips with understanding Second Life
[6:21] Eloise Pasteur: Yes, usually, although I do small groups too
[6:22] Bright Bing: how many people do you have at one time working on it
[6:22] Scooter Gaudio: yes, I have concerns about running an optional class in SL and will probably have to extend it partly into a second semester
[6:22] Lane Erde: How long does it take for students to become ok at SL basics? ie not building or creating but moving, using objects, participating in a discussion?
[6:23] Peregrine Juneau is Offline
[6:23] Ace Carson: Lane - I believe it probably takes about 5 hours.
[6:23] Eloise Pasteur: I've been helping with a class from De Sales, it took them about 3-4 sessions to get mostly confident with the basics of SL, but they were alongside the learning of literature too
[6:23] Jo March: I think they need at least a month, to have chance to get around to fit in with their other work
[6:23] Sheetal Choche: its not hard to get hold of how to move around so im guess less than 5 hours
[6:23] Eloise Pasteur: So, that's about 6-8 hours
[6:24] Joskie Despres: If I can throw a different topic to mix in here in here--
[6:24] Eloise Pasteur: They still have gaps in their knowledge, but they're coping pretty well
[6:24] Buddy Sprocket: anywhere from 1 hour to 10 hours? to get to grips with inventory, search, map, events.... 5 hours not overly generous!
[6:24] Joskie Despres: I like the idea of using SL to create problem-based exercises
[6:24] Joskie Despres: for students
[6:25] Joskie Despres: OUr university is currently trying to enhance focus on critical thinking and problem solving skills
[6:25] Joskie Despres: in the the general ed curriculum
[6:25] Anansi Gondwana: Has anyone used a real-world problem, turning SL to good effect for, say, distance?
[6:25] Emmadw Rickenbacker: Is that for teachers, Joski?
[6:25] Entered chat range by Timeless Prototype
[6:26] Joskie Despres: Actually, for both faculty development and for student learning
[6:26] Second Wind: Will I am doing some stuff for PBL in SL whcih is about devloping crticla thinking
[6:26] Skipper Abel: We are using SL for future CAMEL meetings with Greenwich Uni
[6:26] Joskie Despres: I think it would be good for building assessments of students' problem solving abilities
[6:26] Joskie Despres: just wondering who is doing that sort of thing
[6:27] Emily Smagulov: we are not yet but that is what we are aiming to do in the not so distant future
[6:27] Emmadw Rickenbacker: Would you see that as working across different courses, or on particular degree programs?, Joskie?
[6:27] Eloise Pasteur: All the teaching I do is distance learning, I've never met any of the students f2f, and I team teach with someone from 5 timezones away
[6:27] Joskie Despres: Actually, both, but first in a more general sense
[6:27] Bright Bing: Hey!
[6:28] Second Wind: We are doing it in a few disciplins, very much trial stuff at the momnet, but more open-edned
[6:28] Joskie Despres: but I think it would be easier/work better within a discipline context
[6:28] Anansi Gondwana: So Eloise, any problem-based approaches?
[6:28] Eloise Pasteur: lol, not big in-depth ones as yet
[6:29] Second Wind: say more
[6:29] Joskie Despres: I think role-playing could be one way
[6:29] Ace Carson: Anyone else have example of real-world problems approached in SL?
[6:29] Jo March: We have critical thinking embedded in two final year courses, however I have found on my final year work-related marketing project that higher level skills are also developed, this is the course I am thinking could also be used in SL
[6:29] Eloise Pasteur: Although, in IM I might be getting one. Technical writing course where the students will have to write a brief for a build and send it to me as the contractor so I can build from their brief
[6:29] Joskie Despres: Say there is a situation where a group has to go into a wilderness area and has only certain supplies and information at their disposal
[6:30] Joskie Despres: they must filter through the available information to find that salient to the problems they face...
[6:30] Joskie Despres: and use the appropriate supplies to get through the task
[6:30] Emily Smagulov: jhow is the information presented to them?
[6:30] Joskie Despres: could be on notecards or weblinks
[6:31] Joskie Despres: if open to the web, then they could really get lost in peripheral information
[6:31] Emily Smagulov: i have seen n american university has created a fast food area, and the students have to choose what food they can 'eat' depending on their nutrition levels
[6:31] Joskie Despres: the problem would have to be pretty specific
[6:32] Emily Smagulov: they have to try and maintain the right levels
[6:32] Joskie Despres: yes, that is good
[6:32] Emmadw Rickenbacker: Though I gess if you have the weblinks to pages that don't linke to anywhere else, they might not get too lost.
[6:32] Second Wind: but waht if you just left a dead body somehwere for medics?
[6:32] Joskie Despres: Well, for example, they may have to decide whether or not to drink the water without purifying it first,
[6:33] Joskie Despres: and they may have information that is related to water and purification or bacteria, but that doesn't specifically address their problem--
[6:33] Eloise Pasteur: Surely an injured body, dead bodies are more for the police and SOCOs?
[6:33] Joskie Despres: dummy information
[6:33] Buddy Sprocket: I worry that the time cost in developing very specific role-play scenarios might be prohibitive in many cases
[6:33] Joskie Despres: they have to find and use the information that will be helpful
[6:33] Joskie Despres: yes, true
[6:34] Second Wind: yeah, but how do they know it is dead?
[6:34] Emmadw Rickenbacker: I went to a workshop at Brighton Uni (UK) recently, and someone was describing an activity they'd done (not in SL bout could apply). The students had to solve clues and find real places on the campus - it was a way of introducing new students to student servcices (things like academic skills, canteens, counselling, library etc)
[6:34] Second Wind: like a webquest?
[6:34] Buddy Sprocket: an SL webquest type thing
[6:35] Typewriter Tackleberry is Online
[6:35] Second Wind: yeah I have done one on my course ( that study on ) it worekd well
[6:35] Joskie Despres: yes, that is good
[6:35] Jo March: Yes, I'm thinking along those lines to get my marketing students to explore
[6:35] Buddy Sprocket: There is a very detailed quest/adventure in teh Numbakulla sim - The Pot Healer adventure
[6:35] Anansi Gondwana: Renaissance Island had a scavenger hunt recently, connected withthe opening of the Globe, I think
[6:35] Emmadw Rickenbacker: Kind of, but some of the challenges were not computer realted -so, when they'd got to location X, then tey had to do something practical there. (E.g. crack a code) - to get an "answer".
[6:35] Joskie Despres: I'll have to look at that.
[6:36] Buddy Sprocket: I think it might be a good model for people interested in that approach... but also a bit scary in the amount of work that went into developing it!
[6:36] Buddy Sprocket: but obviously it neednt be done to the same scale
[6:36] Scooter Gaudio: there is something like that for learning SL skills, I can't remember quite where but I did it when I first came into SL
[6:36] Emmadw Rickenbacker: Were you at that meeting inBrightton - buddy?
[6:36] Corwin Carillon: you can use the teleportation trail for that but not what I think of as PBL
[6:36] Scooter Gaudio: tour/scavenger hunt
[6:36] Second Wind: Yep but if you used open ended problem that would be easier and more PBL
[6:37] Scooter Gaudio: yes, that's it
[6:37] Ace Carson: Agree - problems that have multiple potential answers...
[6:37] Buddy Sprocket: what was the problem brief you had with Penguin, AB?
[6:38] Lane Erde: Chica Digital ran a student project a couple of months ago where students had to follow clues around various parts of second life to help their pets and as the problem unfolded it got them thinking about organ transplants http://virtual-dio.com/current.html
[6:38] AngryBeth Shortbread: i blogged a bit of it here - http://ddmcollective.blogspot.com/2007/06/penguin-brief.html
[6:39] Eloise Pasteur: I think it probably depends on the duration of the course Buddy. Hell took about 40 hours between 3 of us to build, which for 8 contact hours is a bad return
[6:39] Second Wind: sounnds like we are getting more and more intersting learning in SL than even a few motnhs ago... though
[6:39] Eloise Pasteur: But, if the course was for a year, the time invested would have been the same, and a pretty good return
[6:40] Scooter Gaudio: a very good point eloise; I mentioned this at an SL meeting last week
[6:40] Second Wind: waht took the time - sorry if that is niave
[6:40] Emmadw Rickenbacker: Or if you can run it next year with a different set of students.
[6:40] Eloise Pasteur: Yes
[6:40] Lane Erde: Eloise, I looked at 'Hell' the other day, its brilliant - well worth others visiting for ideas
[6:40] Jo March: I had an interesting finding , in that some 'less engaged' students really found SL very interesting
[6:40] Eloise Pasteur: Plus the fact we had about 300 other visitors in 10 days was good, and quite a few of them engaged in learning too
[6:41] Emmadw Rickenbacker: Where is Hell?
[6:41] Eloise Pasteur: What took the time?
[6:41] Eloise Pasteur: In my inventory whilst we look for a new home
[6:41] Emmadw Rickenbacker:
[6:41] AngryBeth Shortbread: hey cubist
[6:41] Eloise Pasteur: What took the time someone asked?
[6:42] Eloise Pasteur: There was about 1-2 hours to make a .raw file, upload and apply terrain textures
[6:42] Second Wind: Yes, in terms of designing it, was it the build or the thinking or both?
[6:42] Eloise Pasteur: There was about 4-5 planning hours, but actually it's pretty clearly defined in terms of circles, ice, fire etc.
[6:43] Second Wind: so if you use a pro and do the pedagogy yourslef would it be quicker?
[6:43] Eloise Pasteur: There was about 10 hours for random content, Satan's legs, a tower for the poets, a tower with a flaming beacon near the Styx into Dis
[6:44] Eloise Pasteur: The rest was content, research, uploading, setting out
[6:44] Eloise Pasteur: lol, I make a living creating learning environments in SL :-)
[6:44] Second Wind: sorry, I sort of gueed that might be the case, I am an HE researcher!
[6:44] Eloise Pasteur: And my client/partner in the project is the literature professor
[6:44] Jo March: Has anybody got the students involved in designing their courses?
[6:45] Second Wind: lol
[6:45] Second Wind: Yes we are using students to design on the island and also tell us waht will work for thme
[6:46] Second Wind: bit slow....!!!
[6:46] Emmadw Rickenbacker: Is it those studnets that will use it, or a different cohort?
[6:46] Second Wind: next gen prob
[6:46] Second Wind: but some are doing self designed project in here
[6:47] Buddy Sprocket: what level of students doing self designed projects?
[6:47] Jo March: Are these computer specialists?
[6:47] Second Wind: 3rd year, math/comp
[6:47] Buddy Sprocket: undergrad classes or hons projects?
[6:47] Second Wind: our undergrads are all honours!
[6:48] Buddy Sprocket: no, but are the projects honours projects or for other classes I mean
[6:48] Buddy Sprocket: there is quite a difference in what can be achieved I think...
[6:48] Second Wind: but is 3rd year degree proj at the end of degree
[6:49] Second Wind: I wonder sometimes of we are too scared and patrol stuff too much
[6:49] Eloise Pasteur: Final year project gives you a nice number of hours to play with at most universities
[6:49] Jo March: My students aren't computer specialists, so there this is a limitation
[6:49] Buddy Sprocket: Yes, I think asking students to design content within say a single semester module is likely too challenging
[6:50] Second Wind: which is wht PBl may work????
[6:50] Eloise Pasteur: I'm trying to remember my degree... we had bits I'd characterise now as PBL from year 1 that gradually grew over the 3 years
[6:51] Jo March: So I am looking at using the world as a whole,
[6:51] Eloise Pasteur: This was more years before SL than I'd care to admit :-)
[6:51] Second Wind: doesa depend whcih modles of PBL you use
[6:51] Buddy Sprocket: i should clarify... asking strudents to design educational content fro a new class from scratch might be too much... unless well scoped/limited
[6:52] Eloise Pasteur: But, if I had SL as part of what I was doing, some smaller PBL in SL might have worked. Max's Genome Island for example is a good resource that would have worked for a lot of my 1st year courses
[6:52] Emmadw Rickenbacker: They'd also have to have a good idea of how to teach - which is not often expected of Computing students.
[6:52] Skipper Abel: I will be asking my students to develeop learning object content including 3d objects
[6:53] Skipper Abel: for learning objects
[6:53] Second Wind: But if they do it in PBL teams
[6:53] Skipper Abel: this will be in teams
[6:53] Second Wind: and it is not just comuting.maths
[6:53] Second Wind: where are you skipper
[6:54] Buddy Sprocket: I think that sound good skipper... by giving a smaller piece of development it should be feasible
[6:54] Skipper Abel: its part of a computing course but not sure thats really important as the content is mostly text and images
[6:54] Skipper Abel: no real codibg required
[6:54] Second Wind: sounds good
[6:55] Jo March: I think there is access problem for non computing students getting on SL from campus?
[6:55] Scooter Gaudio: yes, that's a big concern in planning my upcoming class
[6:55] Second Wind: depends on Uni it seems
[6:55] Skipper Abel: we have one room about 20 machines that will run SL, that can be used by any timetabled class
[6:55] Emmadw Rickenbacker: There can also be problems getting SL access from off campus - if the students don't have broadband and/ or can't control the firewall (e.g. if they're learning from work)
[6:55] Scooter Gaudio: I believe our students will only be able to run SL in a 5 machine lab
[6:56] Bright Bing: they would also need a good graphics card
[6:56] Jo March: This is one of the issues I'm working on this year, my class had 54 students last year and I'm expecting 70 this year
[6:56] Emmadw Rickenbacker: Scooter - is that a hardware issue, or difficulty installing? We've just bought a class set of USB sitcks, so can use it any labs that have good enough cards.
[6:57] Buddy Sprocket: firewall restrictions at some places can cause problems too. it was a big hassle for me
[6:57] Scooter Gaudio: emmaw, a hardware issue. We don't have enough machines that we would wish to deploy for SL
[6:57] Jo March: Yes hardware problem not good enough graphics acards
[6:57] Bright Bing: yes it hardware but then how many studnets would need to upgrade their PCs
[6:57] Skipper Abel: hardware requirements are a constraint to some degree though I see this nearer to inconvienince than disadvantage as access is avaibale though not always on deman
[6:58] Emmadw Rickenbacker: I guess it depends what % of your PCs aren't capable of running it ...
[6:58] Skipper Abel: and what friends you have
[6:58] Scooter Gaudio: I'm hoping to run my class with 10 students max, and they will have to have adequate SL access outside the lab
[6:58] Skipper Abel: lol
[6:58] Jo March: Also my students were asked about their own machines 70% said they had the minimum requirments but in the end only about 25-30% had
[6:58] Scooter Gaudio: this is creating a class division haves and have-nots
[6:59] Second Wind: we have that prob with the distance stuff we want to run
[6:59] Jo March: So I used one person as spokesperson and they met in each others houses in small groups
[6:59] Eloise Pasteur: The course I'm assisting with atm - we have 8 students and 1 teacher plus usually 1-3 volunteers to help with bits
[6:59] Second Wind: clver
[6:59] Skipper Abel: Lets be positive and use it to encouarge collaboraton
[6:59] Skipper Abel: between haves and have nots
[6:59] Jo March: The students really liked being able to work from home
[7:00] Eloise Pasteur: But, the students that don't come in between classes, are only up to about 12 hours in SL so far
[7:00] Second Wind: do hours matter?
[7:00] Jo March: However the people that weren't spokespeople felt less engaged
[7:00] Skipper Abel: I have been busy posting stuff on YouTube and soon this will include tutorials on building / scripting
[7:00] Art Fossett: Doesn't the have vs. have not issue mean that PBL taks have to be set in a way that allows students to solve them using SL and/or f2f and/or other approaches?
[7:01] Art Fossett: taks->tasks
[7:01] Etudiant Congrejo: Hello Rhiannon
[7:01] Eloise Pasteur: I would say, in my experience, yes to some extent Second
[7:01] Buddy Sprocket: hours do matter... basically it takes time to become engaged in sl, because it can be confusing and offputting for the first 10-20 hours...
[7:01] Eloise Pasteur: There's a definite learning curve for the interface, and it takes a while to get comfortable with it
[7:01] Second Wind: okay
[7:01] Eloise Pasteur: If you're comparing 150h to 200, then no, but 10h to 20h, sure
[7:02] Jo March: There is also a realtively low awareness of sl among students only 1 out of 70 at my intro lecture had heard of it
[7:02] Buddy Sprocket: I had students (on a games tech course... capable programmers & gamers) who only really started to engage 2 months into a 3 month class...
[7:02] Emmadw Rickenbacker: Jo - just as a matter of interest, wee you able to get a gender breakdwn oof spokespeople c/f the rest of the class?
[7:03] Art Fossett: but for students that want to learn the SL interface, learning it won't be an issue... for students that don't, give them some other way of completing the task ??
[7:03] Second Wind: yep, ddoes anyone use active world or terra stff as well?
[7:03] Jo March: Yes, there was only one female avatar out of the seven spokespeole that attended, about 26 involved in the session
[7:03] Scooter Gaudio: that will work if SL (or any virtual world) is not central to the class
[7:04] Second Wind: so it need to be central
[7:04] Jo March: It has to be formative at a present, while there are access issues
[7:04] Art Fossett: @scooter... that's what I mean... for the time being we have to make SL non-central to completing tasks
[7:05] Jo March: Yes, defintely with the downtime issues
[7:05] Scooter Gaudio: art, yes I understand, but SL is central to the class I'm planning, which makes it rather specialised
[7:05] Art Fossett: ok, sure
[7:05] Rocky Vallejo is Online
[7:05] Scooter Gaudio: "Designing (in) virtual worlds"
[7:05] Art Fossett: :-) lol
[7:06] Art Fossett: yes, that's pretty central!
[7:06] Eloise Pasteur: Is downtime such an issue for a final year project? Unless Wednesday afternoon has suddenly become timetabled "project time" rather than usually free for sports?
[7:06] Jo March: Ultimately I hope my final project students will be able to develop new products in SL.
[7:07] Emmadw Rickenbacker: I suspct it's the fact that often project students wnat to work at night/ weekend - and then the grid can get very slow - when it gets busy...
[7:07] Buddy Sprocket: For my class, I worked to make sure the class was scheduled for a monday... by then usually even the really buggy updates have been fixed!
[7:07] Second Wind: can I ask if others are using other MUVes?
[7:07] Jo March: When the project is worth 25% of there final degree marks, you don't want anything where a student can say they've been disadvantaged
[7:07] Buddy Sprocket: I've looked at others, but not used any others
[7:08] Eloise Pasteur: I'm a mac gurl, it limits the choices until I upgrade to an intel mac from my G5
[7:08] Second Wind: views on other MUVes for learning?
[7:08] Art Fossett: i've not used any... sorry
[7:09] Eloise Pasteur: Hearsay about There.com - unless you invest >US$10k to become a 'prefered designer' forget it
[7:09] Rocky Vallejo is Offline
[7:09] Eloise Pasteur: Creating content requires a LONG approval procress
[7:09] Second Wind: active wrolds any good?
[7:10] Eloise Pasteur: Doesn't run on a mac, not heard much
[7:10] Eloise Pasteur: I know Wells Fargo prefer it to SL
[7:10] Second Wind: who?
[7:10] Sheetal Choche: its similar to SL but the functions are not as easy as
[7:10] Buddy Sprocket: Open Croquet will require your own server, and a lot of development work to get a usable environment up and running. Expect to need full time staffers dedicated to it.
[7:10] Sheetal Choche: sl
[7:10] Jo March: As a marketer I'm particularly interested in SL because of market economy, however there is some potential also in other worlds
[7:11] Corwin Carillon: prob the most well known edu project in AW is Quest Atlantis
[7:11] Eloise Pasteur: They're a US bank that tried to run a training island in SL. There was a lot of very bizarre stuff with their content developers, and they left in a huff
[7:11] Emmadw Rickenbacker: Have you used Croquet, Buddy, or just experimentted?
[7:11] Eloise Pasteur: I gave up on Croquet, every time I tried to run it, it took me about 5 hours to download the patches
[7:11] Eloise Pasteur: And on that note, sorry, got to run, client calling
[7:11] Emmadw Rickenbacker: I could see that some studnets - especially if they're studying from work could find that getting access to something on a Univ server is easier if their work place likes banning things like SL.
[7:11] Buddy Sprocket: I've not installed it. Had a demo of Qwaq, a commercial spin-off (more limited and aimed at corportate meetings)
[7:12] Second Wind: thnaks for coming
[7:12] Buddy Sprocket: thans for having us :-)
[7:12] Ladyjane Plympton: yes, it's been very interesting
[7:13] Second Wind: been v intersting and feel we still have bit go!
[7:13] Rhiannon Fairweather: Yes, it definitely has
[7:13] Dennis Slocombe is Offline
[7:13] Ladyjane Plympton: absolutely!
[7:13] Emmadw Rickenbacker: Yes, interesting, thanks.
[7:13] Art Fossett: thanks guys
[7:13] Jo March: Thanks, yes very interesting
[7:13] Skipper Abel: I second that a good afternoons conversation
[7:13] Second Wind: my email is hsx249@coventry.ac.uk if you want to send me any reflections
[7:14] Jack Salyut: interesting discussion, sorry I didn;t contribute!
[7:14] Second Wind: but you came!
[7:14] Jack Salyut: always the lurker ;-)
[7:14] Art Fossett: SLurker?
[7:14] Rhiannon Fairweather: :-)
[7:14] Jack Salyut: yes tho it sounds even worse!
[7:15] Emmadw Rickenbacker: Go for the "listener" - not lurker - sounds much more productive. :)
[7:15] Emmadw Rickenbacker: slistener, even!
[7:16] Jack Salyut: yes slitener sounds better!
[7:16] Jack Salyut: slistener
[7:16] Art Fossett: perhaps we should have all contributed a standing stone while we were sat here?
[7:16] Second Wind: oi this ismy PBL island!
[7:17] Ladyjane Plympton: lol
[7:17] Emmadw Rickenbacker: How do you do that? should we have tried to build them?
[7:17] Art Fossett: lol
[7:17] Ladyjane Plympton: the sl version of doodling
[7:17] Second Wind: oh now I will have tody up after you lot
[7:18] Art Fossett: that's your problem... i hope you learn from it ;-)
[7:18] Second Wind: cheek
[7:18] Jack Salyut: not so much a stone circle as a stone wall (if everyone contributes)
[7:18] Second Wind: now our VC could be here!
[7:18] Ladyjane Plympton: (sloodling??? no that's something else)
[7:18] Skipper Abel: I have to go everyone so bye for now and look forward to the next one
[7:18] Art Fossett: bye
[7:19] Jo March: Bye
[7:19] Rhiannon Fairweather: bye
[7:19] Second Wind: bye